Strategies for Active Reading
Strategy
Definition
Purpose
Breaking the text apart into smaller parts (words,
sentences, paragraphs, whole text) by numbering,
by separating phrases, by drawing boxes, and so
on.
Provides a strategy for understanding
difficult or challenging texts by reducing
the intimidation factor of long words,
sentences, or whole texts
Reading passages from text, word for word,
sentence by sentence, line by line.
Helps you develop a deeper
understanding of a text by looking at
things closer (taking your time going
through it).
Creating opportunities for you to interact with the
text through a two-column journal (passage on the
left; your responses on the right)
Creates opportunities to write about
literature in thought-provoking ways and
to become actively involved in making
sense of your reading.
Representing information visually.
Helping to visualize information from a
reading; helpful if you are a VISUAL
learner.
Highlighting, underlining, and/or annotating text for
specific components, such as main idea, imagery,
literary devices, and so on.
Helps you focus the reading for specific
purposes; helps you organize
information from selections; and
encourages you to reexamine a text.
Also helps when reviewing/studying.
Reading is set up with blank lines next to the text
for you to make notes. This includes questions,
opinions, definitions, personal connections, and
anything else that you could comment on.
Helps you focus on the reading. Allows
you to prepare for a discussion because
you have already made comments on
your paper. Also helps you to be more
involved in what you are reading.
Predicting
Making guesses or thinking ahead about what
information will be presented next, based on
evidence in the text.
Helps you to be actively involved,
interested and mentally prepared to
understand ideas.
Previewing
Skimming over introductions and/or parts of the
text to develop an idea of what you are about to
read. May also include information a teacher gives
you before you read.
Helps you think about what you are
going to read which in turn helps you
stay more engaged and understand
better.
Writing for a short, specific amount of time about a
designated topic related to a text.
Activates background knowledge,
clarifies issues, helps you make
connections, and allows for reflection
Having student and/or teacher read text aloud for
the whole class or small groups.
Provides you with an opportunity to hear
multiple voices reading a text and assists
you in becoming actively involved in
making sense from your reading.
Restating in your own words the main idea or
essential information expressed in a
text/poem/story.
Helps you comprehend and recall text.
Also, if you can say it/explain it, then
you know it!
Picturing (mentally and/or by drawing) what you
read as you go along.
Helps to increase reading comprehension
and promote active engagement with
text.
You develop your own literal, interpretive, and
universal questions about the text as you read.
Helps you engage more actively with
texts, read with greater purpose and
focus, and ultimately answer questions
and lead your own discussions.
Chunking the Text
Close Reading
Dialectical Journal
Graphic Organizer
Marking the Text
(Text Annotation)
Margin Notes
Quickwrite
Read Aloud
Summarizing/Paraphrasin
g/Retelling
Visualizing
Types of Questions:
Questioning
Literal/Recall Questions

The answer is in the text; it may be
who, what, where, when, how, etc.
Something that you can easily go back
and find IN the text.
Examples:
What did the first little pig build his house out of?
Who ‘huffed and puffed’?
Interpretative Questions

Requires you to “go beyond” what is in
the text. You may have to make
inferences (or ‘read between the
lines’). The answers are NOT
specifically stated in the text.
Examples:
Why didn’t the little pigs let the wolf in when he
knocked? Why would the third little pig be
considered the ‘smartest’ of the three pigs?
Universal Questions

These questions ask you to make
connections to your own life. They go
‘beyond’ the text and create more
room for discussion.
Examples:
Have you ever relied on a sibling to help
you out? Explain. Was there ever a time that you
felt threatened by someone? What did you do
about it?
What does it mean to be an Active Reader?
•
There is a difference between reading and active reading
– SEEING all the words…forgetting what it all means is NOT active
reading
– You need to ENGAGE/INTERACT with the text…
– We are active readers when we read for understanding and meaning
– Use these STRATEGIES to help you become a more active reader!!!!